How can Rhode Island schools meet the special needs of students with disabilities?Analise England, Grace Gleason, Bethany Long, Dawn Parry, Jenna Santoro, and Samuel Tubman
I. Description of Problem or Issue
Lead Editor: Dawn Parry
Serious issues exist in special education. A lack of understanding of the wide range of special needs issues and a tendency to ignore individual students' postsecondary goals exist because of mainstream stereotypical stigma about what students with disabilities can or cannot do. Under the Individuals with Disabilities Education Act, a child with a "disability" is defined as having "mental retardation, a hearing impairment (including deafness), a speech or language impairment, a visual impairment (including blindness), a serious emotional disturbance, an orthopedic impairment, autism, traumatic brain injury, any other health impairment, a specific learning disability, deaf-blindness, or multiple disabilities, and who, by reason thereof, needs special education and related services." In this report, the words "students with disabilities, "disabled," and "special needs" and the like will be taken to mean students fitting the above definition. An Individualized Education Plan (IEP) is a written document developed by administrators, special education and general teachers, parents, and students for each child having what fits the above definition of disability.
The 2015-2020 Rhode Island Department of Education Strategic Plan lays out ways to improve special education by focusing on social and emotional learning and wellness. The officials of RIDE plan to collaborate with mental and behavioral health providers to improve the number and quality of services provided to special needs students. They call upon community and municipal health partners to help support and establish those services and ask that the state and health care providers increase student access to low-cost services. They also ask for greater focus on social and emotional learning in teacher training and qualification programs. RIDE also calls for the use of differentiated learning and instruction and "personalized" or "student-centered" learning to teach a wide variety of students in a single classroom in a way that meets the students' individual needs.
In 2008, an EDC102H group research the questions, “How has special education improved over time? What's been done to regulate special education and protect the interest of special education students?” and their findings were as follows. Special education teachers are required to assist in the creation of Individualized Education Plans, and should work in regular education classrooms aiding the general education teacher and providing personalized attention as needed for students with learning disabilities, but there are often not enough special education teachers to carry out these tasks effectively. The researcher’s opinion was that full inclusion of special needs children in classrooms is only possible when special education teachers can be present full-time in classrooms. The researcher notes that separation from non-disabled students can have negative effects on students with disabilities. The group also found that the No Child Left Behind Act sets unrealistic achievement standards for special education students and punishes teachers and administrators when these standards are not met. Their research can be found here: https://uriteacherknowledge.wikispaces.com/FP+2008+AlysaJessicaEricChelsea The EDC 102H group that researched special education in 2014 explored the differences in special education in United States, South Korea, and Finland, and found that none adequately support special needs children. The group found the U.S. ranks high when compared with other countries, but stated that the U.S. should separate special needs and non-disabled students more often, which contradicts our findings. They wrote that Finland puts too much emphasis on inclusion and too little on personalized help, and that South Korea is concerned with only the top five percent of students and pay little to no attention to anyone others, especially special needs students. Their research can be found here: https://uriteacherknowledge.wikispaces.com/EDC+102+F14+RI+Strategy+3
Our group answered the overall question of "How can Rhode Island schools meet the special needs of students with disabilities?" by exploring how transition services and IEPs can be improved, how to eliminate stigma about disabilities, how to best utilize special education teaching assistants, how districts can avoid sending special needs students to special schools, and how charter schools deal with these issues.
II. Research Summary
Lead Editor: Grace Gleason
There is a stigma surrounding special education and in many cases peers, faculty, and family look down on students with special needs. This stigma can be eliminated if classrooms are built to encourage and accept all students and teachers are educated on how to cater to personal needs. As for transition services, there are plenty available to students by law. However, schools aren’t using these services correctly in order to meet the students needs. The school faculty needs to be better educated on how to identify students in need and implement beneficial services. Many students are being placed in special needs schools and segregated from what could be inclusion classrooms. However, students don’t prove to benefit from specially designed separate schools. IEP plans can remove students from the classroom environment to receive extra help. IEP plans should be improved by still allowing students to be part of the general classroom. The plans also need better funding and should accommodate each child depending on his or her disability. Teaching assistants are used in the wrong ways because they are meant to work with the students and be extra help outside of the regular classroom experience instead of being required to do everything. They should be sure to work with the general education teachers and make sure they give the children an opportunity to learn with the class. Teaching assistants should be used as extra help and not be responsibly for fully teaching students with disabilities. Lastly, charter aren’t accepting as many special education students because they don’t want to deal with the hassle and the effect on its reputation on the town. Special education students are discriminated against and rejected for their disability. My team learned a lot through research about the problems with special education in schools and how to correct some of the problems.
III. Group Product Overview
Lead Editor: Jenna Santoro
Our group is going to start off with Kahoot questions that pertain to each of our individual subtopics. While this is going on we are going to give a very brief introduction of ourselves and our subtopics. We will then each get a turn to explain our subtopic in-depth for 5 or 6 minutes and individually interact with the class. We will then wrap it all up by concluding everything we talked about during the class period.
VI. Group Reaction/Opinion(s) about the issues related to this priority.
Lead Editor: Analise and Sam
Now that you've researched your a facet of this priority, discuss your results and write two (or more) paragraphs expressing your opinions. The first paragraph should explain the majority opinion. The following paragraph should summarize other opinions held by team members about the issue.
paragraph 1: Analise After analyzing our group's collection of research on how Rhode Island schools meet the needs of students with disabilities, it is quite clear what the general consensus is. There are so many different disorders such as learning, behavioral, physical, emotional and speech disabilities that it is crucial to treat each case specifically and not to place these students into one large, general group. A majority of public schools in today's world of education are making a wide rangepush to provide the necessary assistance for these children, however, not all of transition services their programs and plans are truly benefiting the students. These special education procedures must be devised and evaluated on a case to help them meetcase basis. We feel as though teachers play a tremendous role in helping this process to take place, as they are the leaders. and should know their post secondary goals, but students abilities as well as their struggles. Teachers must help shape the serious lack attitude of special needs achievement suggests stricter observationthe classroom and more extensive educator training its students and by creating this positive environment, it will hold students of all back grounds in a positive light. Another important role that teachers have is to eliminate any stigmas that are neededattachedto ensurespecial education. We believe that they undoubtedly exist, but it is part of their duty to teach their students receive that it should not. They must know that everyone is equal, and should bfe given the best helpsame opportunities. Along with teachers, teaching assistants can also be extremely beneficial to special needs students in a classroom if they facilitate communication with the law allows teacher and not simply act as a support system for the student they work with. They are the connection between the disabled child, the classroom and their education. In our schools, it is unquestionable that more special education certified teachers are needed because they have experience and can better connect with these students. Although the Individuals with Disabilities Education Act entitles special needs students to a wide range of transition services that help them meet their goals, there is still a lack of teacher training. With more certified teachers, these children can get the best education the law allows them to receive. We also believe that disabled children should be given a fair, equal choice as to what school they attend whether it is a charter or a public school. Overall, our group has a very strong, similar majority opinion and we believe that there are many ways in which schools can meet their individual needs.the needs of these special needs children and provide for them a rightful education. Sam: Some individual thoughts on the subject are important to our problem but were not observed by every group member. We have individually realized that females with disabilities do worse in school than males, ADD is being over diagnosed, the stigma attached to special needs students is ever present, TAs are under utilized, some charter schools are not equipped to deal with this problem, and IEPs need more self disclosure by the student. These point of views are varied but all contribute to the overall point that special education still has some ways to go before it is perfect.
I. Description of Problem or Issue
Lead Editor: Dawn ParrySerious issues exist in special education. A lack of understanding of the wide range of special needs issues and a tendency to ignore individual students' postsecondary goals exist because of mainstream stereotypical stigma about what students with disabilities can or cannot do. Under the Individuals with Disabilities Education Act, a child with a "disability" is defined as having "mental retardation, a hearing impairment (including deafness), a speech or language impairment, a visual impairment (including blindness), a serious emotional disturbance, an orthopedic impairment, autism, traumatic brain injury, any other health impairment, a specific learning disability, deaf-blindness, or multiple disabilities, and who, by reason thereof, needs special education and related services." In this report, the words "students with disabilities, "disabled," and "special needs" and the like will be taken to mean students fitting the above definition. An Individualized Education Plan (IEP) is a written document developed by administrators, special education and general teachers, parents, and students for each child having what fits the above definition of disability.
The 2015-2020 Rhode Island Department of Education Strategic Plan lays out ways to improve special education by focusing on social and emotional learning and wellness. The officials of RIDE plan to collaborate with mental and behavioral health providers to improve the number and quality of services provided to special needs students. They call upon community and municipal health partners to help support and establish those services and ask that the state and health care providers increase student access to low-cost services. They also ask for greater focus on social and emotional learning in teacher training and qualification programs. RIDE also calls for the use of differentiated learning and instruction and "personalized" or "student-centered" learning to teach a wide variety of students in a single classroom in a way that meets the students' individual needs.
In 2008, an EDC102H group research the questions, “How has special education improved over time? What's been done to regulate special education and protect the interest of special education students?” and their findings were as follows. Special education teachers are required to assist in the creation of Individualized Education Plans, and should work in regular education classrooms aiding the general education teacher and providing personalized attention as needed for students with learning disabilities, but there are often not enough special education teachers to carry out these tasks effectively. The researcher’s opinion was that full inclusion of special needs children in classrooms is only possible when special education teachers can be present full-time in classrooms. The researcher notes that separation from non-disabled students can have negative effects on students with disabilities. The group also found that the No Child Left Behind Act sets unrealistic achievement standards for special education students and punishes teachers and administrators when these standards are not met. Their research can be found here: https://uriteacherknowledge.wikispaces.com/FP+2008+AlysaJessicaEricChelsea
The EDC 102H group that researched special education in 2014 explored the differences in special education in United States, South Korea, and Finland, and found that none adequately support special needs children. The group found the U.S. ranks high when compared with other countries, but stated that the U.S. should separate special needs and non-disabled students more often, which contradicts our findings. They wrote that Finland puts too much emphasis on inclusion and too little on personalized help, and that South Korea is concerned with only the top five percent of students and pay little to no attention to anyone others, especially special needs students. Their research can be found here: https://uriteacherknowledge.wikispaces.com/EDC+102+F14+RI+Strategy+3
Our group answered the overall question of "How can Rhode Island schools meet the special needs of students with disabilities?" by exploring how transition services and IEPs can be improved, how to eliminate stigma about disabilities, how to best utilize special education teaching assistants, how districts can avoid sending special needs students to special schools, and how charter schools deal with these issues.
II. Research Summary
Lead Editor: Grace GleasonThere is a stigma surrounding special education and in many cases peers, faculty, and family look down on students with special needs. This stigma can be eliminated if classrooms are built to encourage and accept all students and teachers are educated on how to cater to personal needs. As for transition services, there are plenty available to students by law. However, schools aren’t using these services correctly in order to meet the students needs. The school faculty needs to be better educated on how to identify students in need and implement beneficial services. Many students are being placed in special needs schools and segregated from what could be inclusion classrooms. However, students don’t prove to benefit from specially designed separate schools. IEP plans can remove students from the classroom environment to receive extra help. IEP plans should be improved by still allowing students to be part of the general classroom. The plans also need better funding and should accommodate each child depending on his or her disability. Teaching assistants are used in the wrong ways because they are meant to work with the students and be extra help outside of the regular classroom experience instead of being required to do everything. They should be sure to work with the general education teachers and make sure they give the children an opportunity to learn with the class. Teaching assistants should be used as extra help and not be responsibly for fully teaching students with disabilities. Lastly, charter aren’t accepting as many special education students because they don’t want to deal with the hassle and the effect on its reputation on the town. Special education students are discriminated against and rejected for their disability. My team learned a lot through research about the problems with special education in schools and how to correct some of the problems.
III. Group Product Overview
Lead Editor: Jenna SantoroOur group is going to start off with Kahoot questions that pertain to each of our individual subtopics. While this is going on we are going to give a very brief introduction of ourselves and our subtopics. We will then each get a turn to explain our subtopic in-depth for 5 or 6 minutes and individually interact with the class. We will then wrap it all up by concluding everything we talked about during the class period.
IV. Visual Representation
Lead Editor: Bethany LongKahoot Editor: Bethany Long
https://create.kahoot.it/#/quiz/3c350d02-7b0e-40e5-b673-503473171e42
https://kahoot.it/#/
V. Research Questions and Reference Summaries
VI. Group Reaction/Opinion(s) about the issues related to this priority.
Lead Editor: Analise and SamNow that you've researched your a facet of this priority, discuss your results and write two (or more) paragraphs expressing your opinions. The first paragraph should explain the majority opinion. The following paragraph should summarize other opinions held by team members about the issue.
paragraph 1: Analise
After analyzing our group's collection of research on how Rhode Island schools meet the needs of students with disabilities, it is quite clear what the general consensus is. There are so many different disorders such as learning, behavioral, physical, emotional and speech disabilities that it is crucial to treat each case specifically and not to place these students into one large, general group. A majority of public schools in today's world of education are making a wide rangepush to provide the necessary assistance for these children, however, not all of transition services their programs and plans are truly benefiting the students. These special education procedures must be devised and evaluated on a case to help them meetcase basis. We feel as though teachers play a tremendous role in helping this process to take place, as they are the leaders. and should know their post secondary goals, but students abilities as well as their struggles. Teachers must help shape the serious lack attitude of special needs achievement suggests stricter observationthe classroom and more extensive educator training its students and by creating this positive environment, it will hold students of all back grounds in a positive light. Another important role that teachers have is to eliminate any stigmas that are neededattachedto ensurespecial education. We believe that they undoubtedly exist, but it is part of their duty to teach their students receive that it should not. They must know that everyone is equal, and should bfe given the best helpsame opportunities. Along with teachers, teaching assistants can also be extremely beneficial to special needs students in a classroom if they facilitate communication with the law allows teacher and not simply act as a support system for the student they work with. They are the connection between the disabled child, the classroom and their education. In our schools, it is unquestionable that more special education certified teachers are needed because they have experience and can better connect with these students. Although the Individuals with Disabilities Education Act entitles special needs students to a wide range of transition services that help them meet their goals, there is still a lack of teacher training. With more certified teachers, these children can get the best education the law allows them to receive. We also believe that disabled children should be given a fair, equal choice as to what school they attend whether it is a charter or a public school. Overall, our group has a very strong, similar majority opinion and we believe that there are many ways in which schools can meet their individual needs.the needs of these special needs children and provide for them a rightful education.
Sam:
Some individual thoughts on the subject are important to our problem but were not observed by every group member. We have individually realized that females with disabilities do worse in school than males, ADD is being over diagnosed, the stigma attached to special needs students is ever present, TAs are under utilized, some charter schools are not equipped to deal with this problem, and IEPs need more self disclosure by the student. These point of views are varied but all contribute to the overall point that special education still has some ways to go before it is perfect.